STOP MOTION ANIMATION - Media
overview
This term we will be learning to think like the great animators! To do this we will
be creating 2 Stop-Motion Animations using the “Design Process”.
This is process is one that is used by the great filmmakers, artists, designers
and innovators of the world.
We will practice problem solving, self-reflection and creative-thinking to create
our own animations in response to a chosen theme of :
• Home is where the heart is
• In between..
• Evolution
• Seven
WHAT WE WILL DO :
• Research Stop-Motion techniques. What possible techniques and processes can we use to create
our own animations?
• Create a short animation to learn the stop-motion technique using M&M's
• Communicate a theme through your work
• Create a fully polished animation that we will launch on our new websites
• Learn about 'the Design Process' that real-life designers, filmmakers, animators and artists use to
create their work. We will explore and demonstrate this process in our own work by creating our
own website!
WHAT WE WILL LEARN :
ANIMATION & CRAFTSMANSHIP
We will learn craftsmanship required for the design of sets and characters to produce our animations. We will :
• Research the technical skills required to realise their artistic vision eg. how can I work with clay?
• Learn how to use specific software to produce their animation
• Create a polished, well considered piece of work
VISUAL COMMUNICATION
We will choose a theme before beginning and learn ways to communicate our chosen theme.
PROBLEM SOLVING & DESIGN PROCESS
For this unit, we will be following a ‘Design Process’ that real life animators use to create their masterpieces. By using this, we will learn how to solve problems, make important conscious decisions about
how to develop our work, and how to slow our ‘making’ process down to ensure that we are producing
work that we can be proud of.
REFLECTION & CRITIQUE
We will learn how to reflect and critique our work to assess our understanding of the techniques required to build an animation. We will also reflect upon our communication of our
chosen theme.
TIMETABLE
As a part of your assessment you will be focusing upon self-management. What are some of
the ways that you can keep on track with your timetable?
Week/Session
Task Overviews
Explore & Research Stop-Motion Techniques
Week
Create a Stop-Motion using M&M’s
1
Week
2
Week
3
Week
4
Week
5
Week
6
Learn about artistic/design process by
watching Tim Burton ‘The Making of Nightmare before Christmas’ Create a Website using Weebly and reflect
upon your M&M animation
Brainstorming, Storyboarding and preparing
for our draft
Create your Draft
Finish your draft
Critique & Reflection on your draft
Create your final work
Create your final Final Draft & Critique
Exhibition
Questions
•
What are some of the different
ways that we can use stopmotion?
• What are the techniques
and processes use to make
stop-motion animation?
• Describe the planning stages
that Tim Burton used in NBC.
• What might be the benefits of
planning in this way?
What are the setbacks?
• How can reflection and
critique improve the quality of
our work?
• What impact does the
‘design process’ have on our
work?
Learning with the myp
MYP Item
Key concept
Concept
Communication
Description
Communication is the exchange or transfer of
signals, facts, ideas and symbols. It requires a
sender, a message and an intended receiver.
Communication involves the activity of conveying information or meaning. Effective communication requires a common “language” (written,
spoken or non-verbal).
Related concepts
Collaboration
Collaboration involves two or more people sharing expertise and experience, working together
to solve a problem and realize shared goals.
Statements of Inquiry
Factual
What are the techniques and processes of
producing a Stop Motion animation?
Conceptual
How can the design process help us to produce
great work?
Debatable
Does reflection and critique help us to improve
our work?
LEARNING OBJECTIVES
Skill/Outcome
Animation &
Craftsmanship
Description
Students will learn the technical skills of craftsmanship for the design of
sets and characters to produce their animations. They will research the
technical skills required to realise their artistic vision eg. how can I work
with clay? They will learn how to use specific software to produce their
animation and how they can polish their work to a produce a finished
piece.
Communication
They will be required to choose a theme before beginning and craft their
idea around that theme
Problem Solving &
Design Process
Throughout the unit students will be expected to adhere to the design
process. As a result they will be analysing their decision making along
the way, and slowing their process down to ensure that any potential
problems are addressed and that their ‘intention’ is clarified before they
begin working.
Presentation
Students will learn to document and present their work through their
personalised ‘Weebly’ website
Reflection &
Critique
Students will reflect upon and evaluate their work to assess their understanding of the techniques required to build an animation. They will also
reflect upon their ability to communicate their chosen theme.
STOP MOTION - checkpoints
To create your animation we will be following a process called the Design Process. In many different industries processes such as these are used to slow down production to ensure that a concept is as resolved as it can be before
production.
comment :
comment :
comment :
comment :
comment :
Check point 1 - M&M’s TRIAL & REFLECTION
Create your M&M’s trial animation and reflection
To do this you might :
• Upload your M&M’s animation to your website
• Complete your reflection
Check point 2 -PLANNING
Create a brainstorm of ideas that you could use for your animation in response to your chosen theme
You should :
• Create a drawing or a series of drawings showing your
idea, setting & characters
• Clarify your idea using the prompts on the ‘template’
website
• Photograph your storyboard and upload to your website
Check point 3 - DRAFT ANIMATION
Create a sample scene of your animation in a double period
• Create and edit your scene
• Reflect upon your work on your website using both your
own learning, and the critique/feedback from the class
Check point 4 - CREATE YOUR ANIMATION
Using your planning brief as a guide, begin your project
Check point 5 - Evaluate and presentation
Using your PMI sheet
• Using your PMI handout, evaluate your work
• Present your artwork to the group
WHAT INFO YOU WILL NEED FOR YOUR WEBSITE
You will need to create 3 pages for your website to show your process of developing your animation. This
will follow the design cycle :
1. Learning your technique - M&M Animation & Reflection
2. Planning - Researching, brainstorming your ideas, storyboarding, draft animation & reflection
3. Refining - Using your reflections on your draft to develop a final animation
PAge 1 - M&M ANIMATION
Upload your animation and complete the following :
1. OUR FIRST ANIMATION
Here write (100 words) :
• What was the task that you were given?
• How did you ‘interpret’ it (or what was your idea)?
2. MY PROCESS
Here you will write about (200 words) :
• How you made your animation, step by step
3. REFLECTION
Think about the lighting, movement, set, communication (or story) and editing of your trial animation.
Discuss here (200 words) :
• What worked well?
• What didn’t work well?
• Describe how could you do differently next time?
Page 2 - MY PLAN
Upload your draft animation and complete the following :
1. OUR IDEA
Take a photograph of any brainstorming you did to come up with your idea and insert it here
Here you will describe your idea (200 words) :
• Describe the technique of stop-motion you will use eg. claymation, drawing etc.
• What will you need to learn or know before you start?
• Describe how you will use this technique to fit with your chosen theme
2. STORYBOARDS, CHARACTERS & SETS
• Create your storyboards, take photographs and stick them in this section
• Describe or draw some designs of your set and characters
3. REFLECTION
Once you have completed your draft animation, upload your work to your website.
We will be critiquing eachother’s work in class. From this critique you will have a series of questions from
people in class along with some plus, minus and interesting feedback.
Discuss here (250 words) :
• What was working
• What needs work
• How you will implement any changes
4. ACTION & LEARNING
Describe what you have learned and how you will make changes to refine your work in your final.
• What is your plan for making these changes?
PAGE 3 : FINAL ANIMATION
Upload your final animation and complete the following :
Describe your final animation
FINAL REFLECTIONS
Write 200 words reflecting on :
• What are your thoughts overall about your finished work?
• What do you think is working well?
• Describe what you could do differently next time
STORYBOARD
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
stop!motion animation
myp Criterion C: Creating the solution
Students create a solution. At the end of year 5, students should be able to:
i. construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to
follow to create the solution
ii. demonstrate excellent technical skills when making the solution
iii. follow the plan to create the solution, which functions as intended
iv. fully justify changes made to the chosen design and plan when making the solution
a. present the solution as a whole
myp Criterion D: Evaluating
Students evaluate the solution. At the end of year 5, students should be able to:
iii. explain how the solution could be improved
Achievement level descriptor
Task specific clarification
The student:
i. demonstrates minimal technical skills when making the
solution
ii. creates the solution, which functions poorly and is presented in an incomplete form.
The student:
i. states the success of the solution.
i. You demonstrate minimal technical skills of producing and editing
your animation
ii. Your work is incomplete or functions poorly
The student:
i. constructs a plan that contains some production details,
resulting in peers having difficulty following the plan
ii. demonstrates satisfactory technical skills when making
the solution
iii. creates the solution, which partially functions and is
adequately presented
iv. outlines changes made to the chosen design and plan
when making the solution.
You :
i. Have constructed a plan on your website that is difficult to follow
ii. Demonstrated satisfactory technical skills of producing and
editing your animation
iii. Animation partially functions and is adequately presented
iv. Have outlined any changes to your animation in your plan
The student:
iii. outlines how the solution could be improved
You :
iii. Have outlined how you could improve your draft animation
The student:
i. constructs a logical plan, which considers time and resources, sufficient for peers to be able to follow to create
the solution
ii. demonstrates competent technical skills when making
the solution
iii. creates the solution, which functions as intended and is
presented appropriately
iv. describes changes made to the chosen design and plan
when making the solution.
The student:
iii. describes how the solution could be improved
You :
i. Have constructed a logical plan on your website that is easy to
follow
ii. Demonstrated competent technical skills of producing and
editing your animation
iii. Animation functions as intended and is presented appropriately
iv. Described any changes to your animation in your plan
i. You have stated the success of your final animation
You :
iii. Have described how you could improve your draft animation
The student:
i. constructs a detailed and logical plan, which describes
the efficient use of time and resources, sufficient for peers
to be able to follow to create the solution
ii. demonstrates excellent technical skills when making the
solution.
iii. follows the plan to create the solution, which functions
as intended and is presented appropriately
iv. fully justifies changes made to the chosen design and
plan when making the solution.
You :
i. Have constructed a detailed and logical plan on your website that
is easy to follow
ii. Demonstrated excellent technical skills of producing and editing
your animation
iii. Followed your plan to complete your animation and your animation functions as intended. Both your website and final animation are presented appropriately
iv. Fully justified any changes to your animation in your plan
The student:
iii. explains how the solution could be improved
You :
iii. Have explained how you could improve your draft animation
Notes for criterion C :
When changes have been made to the solution, students must describe and justify each change. If there are no changes to the plan, students are not required to describe or justify any changes.
Technical skills: A student’s level of technical skill can be determined using the following two factors: the complexity of
skill demonstrated the level of guidance needed from the teacher to complete the task. The teacher should determine an
age-appropriate level of technical skill demonstrated by the student using a “best-fit” approach.